Two Sides of the Same Coin? Teaching Reading and Language to English Learners

Educating English Learners (ELs) requires a nuanced understanding of their diverse needs. Often, the terms "teaching reading" and "teaching language" are used interchangeably, but while interconnected, they represent distinct yet overlapping areas of instruction. This post will explore the unique roles of both in the EL classroom, discuss whose responsibility they might be, and offer practical examples grounded in research.

Teaching Reading to English Learners: Decoding, Comprehension, and Beyond

Teaching reading to ELs goes beyond simply decoding words. It involves developing comprehension strategies, building vocabulary crucial for understanding text, and fostering critical thinking skills within the context of written English.

• Whose Role? While the dedicated ESOL teacher often takes the lead in explicitly teaching foundational reading skills and comprehension strategies tailored to ELs' linguistic levels, all teachers across content areas share the responsibility of supporting reading development. Content teachers must be aware of the linguistic demands of their texts and employ strategies to make them accessible.

• What it Looks Like in Practice:

  • Explicit Vocabulary Instruction: ESOL teachers pre-teach key vocabulary from reading texts, focusing on academic words and cognates (August & Shanahan, 2006). Content teachers reinforce this vocabulary within their subject matter.

  • Comprehension Strategies: ESOL teachers explicitly teach strategies like predicting, visualizing, summarizing, and questioning, adapting them for varying English proficiency levels (Duke & Pearson, 2009). Content teachers model and encourage the use of these strategies with their specific texts.

  • Text Scaffolding: All teachers utilize text scaffolding techniques such as graphic organizers, simplified texts (when appropriate and paired with strategies to access more complex language), and highlighting key information to aid comprehension (Gibbons, 2009).

  • Building Background Knowledge: Connecting reading material to students' prior knowledge and cultural experiences is crucial (Au, 1993). Both ESOL and content teachers play a role in activating and building relevant background knowledge.

Teaching Language to English Learners: Building the Foundation

Teaching language to ELs focuses on the systematic development of English proficiency across the four domains: listening, speaking, reading, and writing. It involves explicit instruction in grammar, syntax, phonology, and vocabulary, aiming to equip learners with the linguistic tools necessary for communication and academic success.

• Whose Role? The ESOL teacher typically bears the primary responsibility for explicit language instruction. They are trained in second language acquisition theories and methodologies to systematically develop students' English proficiency. However, all teachers are language models and play a crucial role in providing opportunities for language use and feedback within their content areas.

• What it Looks Like in Practice:

  • Explicit Grammar Instruction: ESOL teachers provide focused lessons on grammatical structures that are challenging for learners based on their native language backgrounds (Celce-Murcia & Larsen-Freeman, 1999).

  • Vocabulary Development: Beyond reading vocabulary, ESOL teachers focus on high-frequency words and general academic vocabulary through various activities and explicit instruction (Nation, 2001).

  • Oral Language Development: Creating opportunities for structured and purposeful speaking and listening activities is vital. ESOL teachers might use role-playing, discussions, and presentations. Content teachers can integrate collaborative tasks that encourage oral language use related to the subject matter.

  • Writing Instruction: ESOL teachers provide explicit instruction on different writing genres, sentence construction, and revision strategies tailored to ELs' language levels (Ferris, 2003). Content teachers can provide clear writing expectations and offer language-focused feedback alongside content feedback.

  • Phonological Awareness and Pronunciation: Especially important for beginning ELs, ESOL teachers may provide explicit instruction in English sounds and pronunciation patterns.

The Intertwined Nature:

It's crucial to recognize that teaching reading and teaching language are not mutually exclusive. Strong language skills are foundational for reading comprehension, and engaging with meaningful texts provides authentic contexts for language development. Effective instruction seamlessly integrates these two areas. For instance, a reading lesson might focus on specific grammatical structures present in the text, or a language lesson might utilize authentic reading materials as a springboard for discussion and analysis.

Research Supporting Integrated Approaches:

Research consistently emphasizes the importance of integrated language and content instruction for ELs (Echevarria, Vogt, & Short, 2017). The Sheltered Instruction Observation Protocol (SIOP) model, for example, provides a framework for content teachers to embed language objectives and supports within their lessons. Similarly, effective ESOL instruction utilizes meaningful content as a vehicle for language development.

Conclusion:

While the ESOL teacher often takes the lead in explicit language instruction and provides targeted reading support, fostering literacy and language development for ELs is a school-wide responsibility. By understanding the distinct yet interconnected nature of teaching reading and teaching language, and by embracing collaborative and research-informed practices, all educators can contribute to the academic and linguistic success of their English Learners.

References:

Au, K. H. (1993). Literacy instruction in multicultural settings. Harcourt Brace College Publishers.

August, D., & Shanahan, T. (Eds.). (2006). Developing literacy in second-language learners: Report of the National Literacy Panel on language-minority children and youth. Lawrence Erlbaum Associates.  

Celce-Murcia, M., & Larsen-Freeman, D. (1999). The grammar book: An ESL/EFL teacher's course (2nd ed.). Heinle & Heinle Publishers.  

Duke, N. K., & Pearson, P. D. (2009). Effective literacy and English language teaching for English learners. What Works for Special-Needs Learners: Research-Based Teaching Strategies for Diverse Classrooms, 183-210.

Echevarria, J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model. Pearson.

Ferris, D. R. (2003). Response to student writing: Implications for second language students. Lawrence Erlbaum Associates.

Gibbons, P. (2009). English learners, academic literacy, and thinking: Learning in the challenge zone. Heinemann.

Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.